Michael Manos: Having a child with ADHD is like climbing a mountain that doesn’t have a summit. You never, ever get to the top. You have one choice. That’s to fall in love with climbing.
Jason Culp: There might also be a view that because students are disorganized, they can’t find their coat, they don’t know where their backpack is, “I did my homework it’s not in my backpack”, that whole situation that you’re all very familiar with may feel to you as parents as though it is an intentional situation, that they are completely unaware of how those challenges effect you, effect the family, effect their teachers, effect their performance in school, when in fact, working with students over these many years, I see the distress it causes students, because they know. They know they can’t find it, they know they did it and don’t know where it is, they know they should’ve had those things turned in, they know they should’ve communicated with you about an important event and didn’t.
They do understand that they’re struggling, and they benefit form your patience and support.
Michael Manos: And there’s one thing that has you sitting here, it’s the commitment to your child or the children that you work with. That commitment means that you are a change agent. Parents and teachers are the primary change agents.
Whose behavior has to change? The child’s behavior? No, the parent behavior, and the teacher behavior has to change. You can’t count on a child’s behavior changing, but you can count on that when a teacher or parent does something differently, the child him or herself will adapt to the parent or to the teacher.
Christine Barry: If your could identify a specific weakness in executive function, try to address that by breaking it down and teaching the child these specific organizational strategies, using visual checklists are very beneficial for the children.
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